DOCSLIB.ORG

Understanding Microbes in Sickness and Health

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Understanding Microbes in Sickness and Health Understanding MICRin SicknessO andB in ESHealth U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Allergy and Infectious Diseases Front cover photo: Bordetella pertussis bacteria Understanding MICRin SicknessO andB in ESHealth U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Allergy and Infectious Diseases NIH Publication No. 06-4914 January 2006 www.niaid.nih.gov Contents What Are Microbes? ................................................................1 Microbes Have Bothered Us for Millennia ..........................9 Microbes Can Make Us Sick ................................................12 Microbes Can Infect Us ........................................................14 Some People Are Immune to Certain Diseases ................20 Microbes Cause Different Kinds of Infections ..................22 You Can Prevent Catching or Passing on Germs..............25 When You Should Go to the Doctor....................................29 Infectious Diseases Are Diagnosed in Many Ways ..........31 Infectious Diseases Are Treated in Many Ways ................33 “New” and “Old” Microbes Emerge on the Scene...........38 Research ..................................................................................44 Glossary ..................................................................................46 More Information ..................................................................49 What Are Microbes? Microbes are tiny organisms—too tiny to see without a microscope, yet they are abundant on Earth. They live everywhere—in air, soil, rock, and water. Some live happily in searing heat, while others thrive in freezing cold. Some microbes need oxygen to live, but others do not. These microscopic organisms are found in plants and animals as well as in the human body. Some microbes cause disease in humans, plants, and animals. Others are essential for a healthy life, and we could not exist without them. Indeed, the relationship between microbes and humans is delicate and complex. In this booklet, we will learn that some microbes keep us healthy while others can make us sick. Most microbes belong to one of four major groups: bacteria, viruses, fungi, or protozoa. A common word for microbes that cause disease is “germs.” Some people refer to disease-causing microbes as “bugs.” “I’ve got the flu bug,” for example, is a phrase you may hear during the wintertime to describe an influenza virus infection. Note: Words in bold are defined in the glossary at the end of this booklet. 1 Since the 19th century, we have known microbes cause infectious diseases. Near the end of the 20th century, researchers began to learn that microbes also contribute to many chronic diseases and conditions. Mounting scientific evidence strongly links microbes to some forms of cancer, coronary artery disease, diabetes, multiple sclerosis, and chronic lung diseases. 2 BACTERIA Microbes belonging to the bacteria group are made up of only one cell. Under a microscope, bacteria look like balls, rods, or spirals. Bacteria are so small that a line of 1,000 could fit across the eraser of a pencil. Life in any form on Earth could not exist without these tiny cells. Scientists have discovered fossilized remains of bacteria that date back more than 3.5 billion years, placing them among the oldest living things on Earth. Bacteria can inhabit a variety of environments, including extremely hot and cold areas. Psychrophiles, or cold-loving bacteria, can live in the subfreezing temperature of the Arctic. Thermophiles are heat-loving bacteria that can live in extreme heat, such as in the hot springs in Yellowstone National Park. Extreme thermophiles, or hyperthermophiles, thrive at 235 degrees Fahrenheit near volcanic vents on the ocean floor. Many bacteria prefer the milder temperature of the healthy human body. Like humans, some bacteria (aerobic bacteria) need oxygen to survive. Others (anaerobic bacteria), however, do not. Amazingly, some can adapt to Streptococci Bacteria new environments by learning to survive with or without oxygen. 3 Like all living cells, each bacterium requires food for energy and building materials. There are countless numbers of bacteria on Earth—most are harmless and many are even beneficial to humans. In fact, less than 1 percent of bacteria cause diseases in humans. For example, harmless anaerobic bacteria, such as Lactobacilli acidophilus, live in our intestines, where they help to digest food, destroy disease-causing microbes, fight cancer cells, and give the body needed vitamins. Healthy food products, such as yogurt, sauerkraut, and cheese, are made using bacteria. Some bacteria produce poisons called toxins, which also can make us sick. ARE TOXINS ALWAYS HARMFUL? Certain bacteria give off toxins that can seriously affect your health. Botulism, a severe form of food poisoning, affects the nerves and is caused by toxins from Clostridium botulinum bacteria. Under certain circumstances, however, bacterial toxins can be helpful. Several vaccines that protect us from getting sick are made from bacterial toxins. One type of pertussis vaccine, which protects infants and children from whooping cough, contains toxins from Bordetella pertussis bacteria. This vaccine is safe and effective and causes fewer reactions than other types of pertussis vaccine. 4 VIRUSES Viruses are among the smallest microbes, much smaller even than bacteria. Viruses are not cells. They consist of one or more molecules of DNA or RNA, which contain the virus’s genes surrounded by a protein coat. Viruses can be rod-shaped, sphere-shaped, or multisided. Some viruses look like tadpoles. Unlike most bacteria, most viruses do cause disease because they invade living, normal cells, such as those in your body. They then multiply and produce other viruses like themselves. Each virus is very particular about which cell it attacks. Influenza Virus Various human viruses specifically attack particular cells in your body’s organs, systems, or tissues, such as the liver, respiratory system, or blood. Although types of viruses behave differently, most survive by taking over the machinery that makes a cell work. Briefly, when a piece of a virus, called a virion, comes in contact with a cell it likes, it may attach to special landing sites on the surface of that cell. From there, the virus may inject molecules into the cell, or the cell may swallow the virion. Once inside the cell, viral molecules such as DNA or RNA direct the cell to make new virus offspring. That’s how a virus infects a cell. Viruses can even “infect” bacteria. These viruses, called bacteriophages, may help researchers develop alternatives to antibiotic medicines for preventing and treating bacterial infections. 5 Many viral infections do not result in disease. For example, by the time most people in the United States become adults, they have been infected by cytomegalovirus (CMV). Most of these people, however, do not develop CMV-disease symptoms. Other viral infections can result in deadly diseases such as AIDS (acquired immunodeficiency syndrome) or Ebola hemorrhagic fever. FUNGI A fungus is actually a primitive plant. Fungi can be found in air, in soil, on plants, and in water. Thousands, perhaps millions, of different types of fungi exist on Earth. The most familiar ones to us are mushrooms, yeast, mold, and mildew. Some live in the human body, usually without causing illness. Fungal diseases are called mycoses. Mycoses can affect your skin, nails, body hair, internal organs such as your lungs, and body systems such as your nervous system. Aspergillus fumigatus, for example, can cause aspergillosis, a fungal infection in your respiratory system. Penicillin Mold Fungus 6 Some fungi have made our lives easier. Penicillin and other antibiotics, which kill harmful bacteria in our bodies, are made from fungi. Other fungi, such as certain yeasts, also can be helpful. For example, when a warm liquid, such as water, and a food source are added to certain yeasts, the fungus ferments. The process of fermentation is essential for making healthy foods like some breads and cheeses. PROTOZOA Protozoa are a group of microscopic one-celled animals. Protozoa can be parasites or predators. In humans, protozoa usually cause disease. MICROBES IN THE HEALTHY HUMAN BODY* Microbes found in Ear (outer) Aspergillus (fungus) Skin Candida (fungus) Small intestine Clostridium Intestines Escherichia coli Vagina Gardnerella vaginalis Stomach Lactobacillus Urethra Mycobacterium Nose Staphylococcus aureus Mouth Streptococcus salivarius Large intestine Trichomonas hominis (protozoa) *A selection of usually harmless microbes, some of which help keep our bodies functioning normally. If their numbers become unbalanced, however, these microbes may make us sick. All are bacteria, unless otherwise noted. 7 Some protozoa, like plankton, live in water environments and serve as food for marine animals, such as some kinds of whales. Protozoa also can be found on land in decaying matter and in soil, but they must have a moist environment to survive. Termites wouldn’t be able to do such a good job of digesting wood without these microorganisms in their guts. Malaria is caused by a protozoan parasite. Another protozoan parasite, Toxoplasma gondii, causes toxoplasmosis in humans. This is an especially troublesome infection in pregnant women because of its effects on the fetus, and in people with HIV infection Malaria Parasite or other immune deficiency disorder. 8 Microbes
Load more

Recommended publications
  • Mind the Gaps: Investigating Collective Health Aggression
    ACTA SCIENTIFIC MICROBIOLOGY (ISSN: 2581-3226) Volume 3 Issue 3 March 2020 Case Review Mind the Gaps: Investigating Collective Health Aggression Victor Lage de Araujo* Received: January 27, 2020 Laboratory Medicine, International Fellow, College of American Pathologist, MSC, Evidence-Based Healthcare (UCL), Brazil Published: February 05, 2020 © All rights are reserved by Victor Lage de *Corresponding Author: Victor Lage de Araújo, Laboratory Medicine, International Fellow, College of American Pathologist, MSC, Evidence-Based Healthcare (UCL), Araujo. Brazil. DOI: 10.31080/ASMI.2020.03.0505 Abstract localise its source – especially if it is an event hitting big numbers of patients, with high severity and quick development of symptoms Whenever one suspects some intoxication, infective epidemics or other collective health harm, it is paramount first to define and [23,24]. An outbreak investigation routine must be early established, with a comprising strategy and pragmatical objectives oriented towards precise diagnosis. Those will grant a realistic assessing of risks for the community, curative measures needed towards the ill and prevention directed to future cases. Healthcare professionals must have great attention towards novel aggressions to men's health and their clinical manifestations; a careful analysis of the available data is needed, in order to avoid being misled by some false assumption that may impair the accuracy of the diagnoses and might delay the needful curative and preventive courses directed towards the population [25]. The determinants of emerging diseases and unusual behaviour of the known microorganisms, health-aggressive mediums and artefacts are multiple; therefore, epidemiologists must consider every item of evidence for each upsurge, including the ecology and environmental issues [1,2].
    [Show full text]
  • Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
    Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education
    [Show full text]
  • Terrible Typhoid Mary.” Much of What We Know About the Deadly Cook (CCSS ELA-LITERACY.RI 6-10.1-3; CCSS ELA-L.6-10.4-6; Comes from Other People
    educator’s guide Terribleby Susan Typhoid Campbell Bartoletti Mary About the Author Susan Campbell Bartoletti is the award winning author of several books for young readers, includ- ing Black Potatoes: The Story of the Great Irish Famine, 1845–1850, winner of the Robert F. Sibert Medal. She lives in Moscow, Pennsylvania. Pre-Reading Activities Ask students to work in small groups and use print and online resources to define the following nine- teenth-century American terms: Industrial Revolution, Urbanization, First Wave of Immigration, Second Wave of Immigration, Tenement Housing, Infectious Disease, Sewage Systems, Germ Theory of Disease, and Personal Hygiene. (CCSS ELA-LITERACY.L.6-10.4-5) The Common Core State Standards (CCSS) are included with the discussions and activities. You can locate the standards at: www.corestandards.org/the- About the Book standards H “Energetic, even charming prose will easily engage Discussion Questions readers.” —School Library Journal, starred review CCSS.ELA-LITERACY.SL.6-10.1 applies to each discussion question. H “Completely captivating.”—Booklist, starred review • Discuss the meaning of the similes, metaphors, H “Excellent nonfiction.” —Horn Book, starred review and allusions that comprise the book’s old-fash- With clarity, verve, and intelligence, Bartoletti presents ioned chapter titles both separately and in rela- the tale of “Typhoid Mary” Mallon, the Irish immigrant tionship to the body of the text. (CCSS ELA-LITERA- cook identified in the early 1900s as the first symptom- CY.L.6-10.5,6; CCSS ELA-LITERACY.RI.6-10.2,4) free carrier of an infectious disease. The author kicks off Mallon’s story with an outbreak of typhoid fever • Based on the information in the book’s early chap- in the Long Island home where she worked as a cook.
    [Show full text]
  • Human Microbiome: Your Body Is an Ecosystem
    Human Microbiome: Your Body Is an Ecosystem This StepRead is based on an article provided by the American Museum of Natural History. What Is an Ecosystem? An ecosystem is a community of living things. The living things in an ecosystem interact with each other and with the non-living things around them. One example of an ecosystem is a forest. Every forest has a mix of living things, like plants and animals, and non-living things, like air, sunlight, rocks, and water. The mix of living and non-living things in each forest is unique. It is different from the mix of living and non-living things in any other ecosystem. You Are an Ecosystem The human body is also an ecosystem. There are trillions tiny organisms living in and on it. These organisms are known as microbes and include bacteria, viruses, and fungi. There are more of them living on just your skin right now than there are people on Earth. And there are a thousand times more than that in your gut! All the microbes in and on the human body form communities. The human body is an ecosystem. It is home to trillions of microbes. These communities are part of the ecosystem of the human Photo Credit: Gaby D’Alessandro/AMNH body. Together, all of these communities are known as the human microbiome. No two human microbiomes are the same. Because of this, you are a unique ecosystem. There is no other ecosystem like your body. Humans & Microbes Microbes have been around for more than 3.5 billion years.
    [Show full text]
  • Study Guide Medical Terminology by Thea Liza Batan About the Author
    Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails ­proficiency­in­communicating­with­healthcare­professionals­such­as­physicians,­nurses,­ or dentists.
    [Show full text]
  • Neuroscience
    NEUROSCIENCE SCIENCE OF THE BRAIN AN INTRODUCTION FOR YOUNG STUDENTS British Neuroscience Association European Dana Alliance for the Brain Neuroscience: the Science of the Brain 1 The Nervous System P2 2 Neurons and the Action Potential P4 3 Chemical Messengers P7 4 Drugs and the Brain P9 5 Touch and Pain P11 6 Vision P14 Inside our heads, weighing about 1.5 kg, is an astonishing living organ consisting of 7 Movement P19 billions of tiny cells. It enables us to sense the world around us, to think and to talk. The human brain is the most complex organ of the body, and arguably the most 8 The Developing P22 complex thing on earth. This booklet is an introduction for young students. Nervous System In this booklet, we describe what we know about how the brain works and how much 9 Dyslexia P25 there still is to learn. Its study involves scientists and medical doctors from many disciplines, ranging from molecular biology through to experimental psychology, as well as the disciplines of anatomy, physiology and pharmacology. Their shared 10 Plasticity P27 interest has led to a new discipline called neuroscience - the science of the brain. 11 Learning and Memory P30 The brain described in our booklet can do a lot but not everything. It has nerve cells - its building blocks - and these are connected together in networks. These 12 Stress P35 networks are in a constant state of electrical and chemical activity. The brain we describe can see and feel. It can sense pain and its chemical tricks help control the uncomfortable effects of pain.
    [Show full text]
  • Mary Mallon (1869-1938) and the History of Typhoid Fever
    HISTORY IN GASTROENTEROLOGY Annals of Gastroenterology (2013) 26, 1-3 Mary Mallon (1869-1938) and the history of typhoid fever Filio Marineli, Gregory Tsoucalas, Marianna Karamanou, George Androutsos Medical School, University of Athens, Athens, Greece Abstract Mary Mallon was born in 1869 in Ireland and emigrated to the US in 1884. She had worked in a variety of domestic positions for wealthy families prior to settling into her career as a cook. As a healthy carrier of Salmonella typhi her nickname of “Typhoid Mary” had become synonymous with the spread of disease, as many were infected due to her denial of being ill. She was forced into quarantine on two separate occasions on North Brother Island for a total of 26 years and died alone without friends, having evidently found consolation in her religion to which she gave her faith and loyalty. Keywords Typhoid fever, salmonella, Mary Mallon, carrier, New York Ann Gastroenterol 2013; 26 (2): 1-3 Isolating Salmonella Salmonella thus became new scientific knowledge and therefore the contagion mechanisms, as well as the existence Long before the bacillus responsible for the disease was of healthy carriers were relatively in status nascendi [4]. discovered in 1880, Karl Liebermeister had already assumed that the condition was due to a microorganism. He also tried, with his colleagues, to demonstrate that the spread of epidemic was related The contagion to drinking water contaminated by the excrement of patients with typhoid fever [1]. William Budd, a doctor in Bristol who was interested in cholera and in intestinal fevers, demonstrated in Mary Mallon was born in Ireland in 1869 and emigrated 1873, that typhoid fever could be transmitted by a specific toxin to the United States in 1883 or 1884.
    [Show full text]
  • Human Anatomy and Physiology
    LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students.
    [Show full text]
  • 1A Health & Hygiene (H&H) Disease and Prevention
    1a Health & Hygiene (H&H) Disease and Prevention 1a Health & Hygiene (H&H)! Disease and Prevention 5 minutes Attendance, Breath of Arrival, and Reminders 50 minutes Lecture 5 minutes Flex time 60 minutes total class time 1a Health & Hygiene (H&H)! Disease and Prevention! Class Reminders Assignments: ! 3a Student Handbook Review Questions (A: 115-118) ! 4a Autobiography and Photo (B-4) ! 7a Written Exam Review Questions (A: 119-130) Quizzes: ! 1b H&H Disease and Prevention Quiz TODAY! ! 5b Kinesiology Quiz (A-73, and A: 75-80) – 25 multiple-choice questions in 20 minutes – Study terms on page A-51 and – AOIs for deltoid, traps, lats, teres major, rhomboids, triceps, and erectors Preparation for upcoming classes: ! 2a Kinesiology: Names and Locations of Bones and Posterior Muscles – Trail Guide: Trapezius – Salvo: Pages 374-375 – Packet E: 17 – RQ Packet A: 120 ! 2b H&H: Tools of the Trade – Salvo: Chapter 3 – Packet F: 1-16 – RQ Packet A: 121-122 Classroom Rules Punctuality - everybody’s time is precious ! Be ready to learn at the start of class; we’ll have you out of here on time ! Tardiness: arriving late, returning late after breaks, leaving during class, leaving early The following are not allowed: ! Bare feet ! Side talking ! Lying down ! Inappropriate clothing ! Food or drink except water ! Phones that are visible in the classroom, bathrooms, or internship You will receive one verbal warning, then you’ll have to leave the room. 1a Health & Hygiene (H&H) Disease and Prevention H-37 Definitions " Miriam-Webster calls Disease-! " a condition
    [Show full text]
  • The Human Body Is Like a Complex Machine, with Many Little Parts That Work by Themselves Or with Other Parts to Perform Specific Functions
    Have you ever wondered about how the human body works? The human body is like a complex machine, with many little parts that work by themselves or with other parts to perform specific functions. Sometimes, it seems like our body has a mind of its own and it embarrasses you. Have you ever passed gas accidentally when other people were around? In most cases, the things that your body does are normal, but it’s important to know your body so you can recognize what is normal body behavior and what is not. If there is a problem with how your body works, by recognizing that there is a problem, you can take steps to fix it or get help. To understand how the body works, it helps to understand how the body is organized. The smallest living unit in any organism is a cell and the human body is made up of trillions of them. That is more than 1,000,000,000,000 cells! Cells are so small you cannot see them without a microscope. Cells are important for many reasons. They produce the energy in your body to do daily activities, or hold the coded instructions for everything from the color of your hair to whether you have freckles or not. Cells differentiate from each other to perform different, important tasks within the body. For example, some cells might become brain cells while others make bone, and red blood cells carry oxygen throughout the body, while white blood cells fight infection. When a group of cells work together to perform ?a specific function, they are called tissue.
    [Show full text]
  • Nanos in the Human Body – Medical Perspectives and Ethical Concerns
    36 Autumn-winter 2009/HesaMag #01 Special report 25/30 Nanos in the human body – Medical perspectives and ethical concerns Healthcare is a priority focus of nanotechnology research, where the convergence of nanosciences, molecular and cell biology, and medicine can act to deliver improvements in human health and quality of life. It is an appealing prospect; but as with any new technology, there are both ethical and health and safety issues to be addressed, especially where applications in human bodies are concerned. Aída Maria Ponce Del Castillo ETUI Researcher Nanotechnologies can be seen as a Other developments are the generation “tool-kit” that enables different life sciences of nanomaterials that could be applied to im- to work together to produce new tools for di- prove tissue regeneration, like restoring car- agnosis and treatments. tilage function to overcome arthritis, in vitro Advances in nanotechnology harbour engineered organ patches or biomaterials for many potential uses in medicine. They will in situ regeneration of bones. Nanotechnol- help increase our understanding of the hu- ogy could also help in the fight against cancer, 1. National Nanotechnology man body, its mechanisms and diseases, and by developing nanomaterial systems to attack Initiative 2003, how to restore it to health. and destroy tumours. Workshop Report on One possible application will be to cus- Their multiple properties give nanoma- Nanobiotechnology, tomise medical treatment through personal- terials a wide spectrum of medical uses; some Virginia, p. 39. Liposomes for drug delivery ised medicine delivery, where patients will have a biocidal activity used in self-cleaning in some cases of cancer be given the precise, controlled dose of their surfaces.
    [Show full text]
  • Grade 6: the Heart and Circulatory System Lesson 1: the Heart Lesson 2: the Heart Rate Lesson 3: the Circulatory System and Blood
    Grade 6: The Heart and Circulatory System Lesson 1: The Heart Lesson 2: The Heart Rate Lesson 3: The Circulatory System and Blood Objectives: 1. Students will identify the four chambers of the heart 2. Students will identify four important structures of the Circulatory System and what they do. 3. Students will explain heart rate and be able to take their resting and active heart rates. 4. Students will describe the major functions of the Circulatory System. 5. Students will explain the role of the heart in circulation 6. Students will give a basic explanation of the cardio-pulmonary sequence. 7. Students will describe systemic circulation. Materials: Lesson 1: • Animal heart (Example: cow, pig, sheep) • Note cards • Picture of the heart (See Figure 1) • Dissection tools (Scissors, pan, etc.) Lesson 2: • Small drum • Watch or clock with second hand, or time • Optional: Stethoscope Lesson 3: • Corn Syrup • Plastic Beads: flat red disks, white ovals, green or blue seed beads • “Explain” experiment (per group): o Two small balloons or large finger cots o One clear tube (1/2” diameter) about 8” long o One clear tube (3/4” diameter) about 8” long o 16 - 20 oz. water o Red food coloring o Measuring cup o Funnel o Two empty plastic containers (such as cottage cheese or yogurt cartons) Activity Summary: In this lesson students will learn the basic functioning of the heart, Circulatory System and blood, the connection to lung functioning, and the activity of the Grade 6: The Heart & Circulatory System – Revised 2008 Page 1 Circulatory System in the body.
    [Show full text]